UCLA Department of Psychology Infant Development Program
UCLA Department of Psychology
Megan E. Daly
Infant Development Program
Parent Handbook
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UCLA Department of Psychology Infant Development Program
TABLE OF CONTENTS
General Description ............................................................................................................................................................ 2
Group Care .................................................. 3
Research ..................................................... 3
Staff ............................................................. 3
Accredidation .............................................. 3
Program ....................................................... 3
Summary ..................................................... 3
Statement of Philosophy .................................................................................................................................................... 4
Guidelines and Procedures for Admission .......................................................................................................................... 6
Tuition Policy ...................................................................................................................................................................... 7
Hours ........................................................... 7
Payment ...................................................... 8
Fees ............................................................. 7
Late Fees: Tuition ....................................... 8
Financial Assistance ..................................... 7
Late Fees: Pick-Up ...................................... 8
Registration Fee .......................................... 7
Drop-In Care ............................................... 8
Deposit ........................................................ 7
UCLA Affiliation ........................................... 8
Absences and Refunds ................................ 8
Calendar .............................................................................................................................................................................. 9
Daily Health Check ............................................................................................................................................................ 10
Medication Policy ............................................................................................................................................................. 11
Emergency Policies and Information ................................................................................................................................ 12
Medical Emergency Policy ......................... 12
Earthquake Policy ..................................... 12
Fire Policy .................................................. 12
Your Child’s Earthquake Kit .............................................................................................................................................. 12
Nutrition ........................................................................................................................................................................... 13
Storing and Preparing Expressed Breast Milk ................................................................................................................... 14
A Day at IDP ...................................................................................................................................................................... 15
Daily Schedule ........................................... 15
Daily Routines for IDP Parents .......................................................................................................................................... 16
Sign-in/Sign-out ......................................... 16
Picking Up Your Baby from IDP ................. 16
Saying Goodbye to Your Baby at IDP ......... 16
Words to Avoid with Infants and Toddlers: Enhancing Self-Esteem ................................................................................ 17
IDP, A - Z............................................................................................................................................................................ 18
Absence ..................................................... 18
“A Notebook for Two Voices” ................... 20
Birthdays and other special events ........... 18
Parent Board ............................................. 20
Caregivers .................................................. 18
Parent-Teacher Conferences .................... 20
Charts ........................................................ 18
Parking Permits ......................................... 20
Circle Time ................................................. 18
Primary Caregivers .................................... 20
Clothing and Diapers ................................. 19
Today We… ............................................... 21
Kitchen ...................................................... 19
Toddler Curriculum ................................... 21
Naps .......................................................... 19
Walks ........................................................ 21
Parent Participation .......................................................................................................................................................... 22
Ages and Stages ................................................................................................................................................................ 23
What do young infants do at IDP? ............ 23
What do older infants/toddlers do at IDP?23
What do mobile infants do at IDP? ........... 23
Discipline Policy ................................................................................................................................................................ 24
Kick Off Your Shoes! .......................................................................................................................................................... 25
Expectations for Ethical Conduct ...................................................................................................................................... 25
Grievance Procedures ....................................................................................................................................................... 26
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UCLA Department of Psychology Infant Development Program
GENERAL DESCRIPTION
IDP Executive Director:
Address:
Phone:
Email:
Fernald Site Director:
Address:
Phone:
Email:
Teaching Staff:
Helen Davis, Ed.D, M.S. in Ed.
1611 Franz Hall
Los Angeles, CA 90095-1563
(310) 267-4993
(310) 206-5895 fax
hmdavis@psych.ucla.edu
Alma Cortés, M.S. in Ed.
320 Charles E. Young Drive North
Los Angeles, CA 90095-1563
(310) 206-0633
(310) 206-0827 fax
acortes@psych.ucla.edu
Cynthia Chen
B.S., Biology, Minor in Applied Developmental Psychology, UCLA
IDP Fernald Intern
Courtney Kumar
M.S. Child Development, UC Davis
B.A. Child Development, Minor in Psychology
Lauren McCulloch
B.A., Psychology, UCLA
Minor in Applied Developmental Psychology
IDP Fernald Intern
Eileen Santos
AA Santa Monica College
10 years of experience
Tracy Zieve
M.A., Clinical Psychology, Pepperdine University
B.S., Psychobiology, Minor in Applied Developmental Psychology, UCLA
IDP Fernald Intern
Linsee Crowley
M.A., Child Development, Pacific Oaks College
B.A. California State, Sacramento
Child Development Major, Psych Minor
Web site: http://www.psych.ucla.edu/Centers_Programs/idp/
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UCLA Department of Psychology Infant Development Program
The Infant Development Program (IDP) is operated by the Psychology Department at the University of California,
Los Angeles. The IDP has two primary functions:
1. to offer quality group care for infants and toddlers of the students, staff, and faculty of the Psychology
Department and other departments on the UCLA campus, and
2. to serve as a teaching and research facility for the Psychology Department and UCLA community.
GROUP CARE
The program accommodates approximately 20 children (full-time equivalents), from 3 months to 3 years of age, at
two sites. The IDP operates year-round from 7:30 am to 5:30 pm, Monday through Friday. It is closed for
University administrative holidays. There are full-time (Monday - Friday) positions and part-time (2-day or 3-day)
positions available.
There is a substantial waiting list and faculty, students, and staff in the Psychology Department are given priority.
Parents are advised to apply early (parents may apply as soon as they know they are pregnant).
STAFF
IDP has 8 staff members: one executive director, one site director, five full-time teachers, and one floater teacher.
Each has extensive training and experience in early childhood education and developmental psychology.
Additional staffing is provided by student interns. IDP has an unusually favorable adult: child ratio of 1:2 or better.
PROGRAM
The program is designed to benefit each child’s development. Although child development is often divided into
categories of cognitive, social, emotional, and physical, in practice all these aspects are inextricably intertwined
and must all receive careful attention. The child’s physical well-being, health, and safety are of first importance.
Routines have been established to promote primary care.
RESEARCH
The IDP facilities are specifically set up to accommodate research and observation. There are observation rooms
with one-way glass. The program is designed to accommodate both cross-sectional and longitudinal investigation
of infants, toddlers, their parents, and caregivers. In enrolling their children in the program, parents agree to be
available for research and teaching for a few hours a month. All research or teaching involving interaction with
the infants requires specific consent from the parents.
ACCREDIDATION
In May 1996, IDP Franz became the first UCLA child care program to receive accreditation by the National
Association for the Education of Young Children (NAEYC), in recognition of our high quality. IDP Fernald became
accredited in January 2006.
SUMMARY
Since the IDP was established in May 1983. We served approximately 25 children and their parents each year and
has trained an average of 30 students per quarter. The facility has also been used by instructors for
demonstrating principles of developmental psychology in action and by researchers to study child development.
The program has grown in its provisions for the children, and parents have shown their satisfaction and active
support for the IDP. Students have also been excited about the opportunity to transfer book knowledge to real
situations, and researchers have availed themselves of the accessibility of the facility. The advisory committee,
together with the staff and parents, are continually working to refine the quality of the children’s program, and
the teaching and research use of the IDP.
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UCLA Department of Psychology Infant Development Program
STATEMENT OF PHILOSOPHY
This is an outline of the philosophy and goals
of the UCLA Department of Psychology's Infant
Development Program. Child development is
often broken down into categories of
cognitive, social, emotional, and physical, but
since in practice these areas are inextricably
intertwined, IDP focuses on all these aspects.
Supporting the child's development by
responding to her needs extends beyond the
bare physical necessities. The adult makes
faces at the baby and talks to her, responding
to her faces and "talk". With an older child, the
adult engages in more complex play and can
help direct her to the solution of some problem
she has encountered. All the while, the child is
learning how she can control cause and effect
in the physical and social universe. She also
develops a sense of who she is, what qualities
she has, through her interaction with what is
outside herself. The emphasis again is on
responsiveness rather than directiveness. This
emphasis is not only founded on psychological
research which indicates that the child has a
strong natural motivation to understand and
manipulate the things of her world, and to
develop her potential skills; it is also founded on
a non-selfish personal orientation, which looks
to the child's own needs and self-identification,
as they come from herself.
A child's physical well-being and health are
extremely important. The parents or caregivers
must assure before all else that the child is safe
and healthy. No development can occur
without this. Moreover, the child has a very
physical sense of the world. On such physical
events as receiving nurturance, comfort, and
safety and being held and cuddled a baby bases
his development of trust and love, the
beginnings of his personality and social
development. The very small child's cognition is
also tied to the concrete and physical. He
develops a sense of the physical order of the
universe, and forms his ideas of the rules and
categorization of time, space, and objects.
Hence safety, predictability, and order of the
child's environment are particularly important.
The physical setup of the IDP, the play
equipment and the curriculum, are according to
the idea of providing opportunity for selfmotivated growth. Play equipment is plentiful,
various in color, texture, size and shape, and
susceptible to varied and imaginative uses. The
natural world--plants, earth, and the water-provides endless and excellent play possibilities.
Providing children with the opportunity for
growth means providing them with the
appropriate activities and equipment at the
right time. A child who shows by his selfassigned tasks during play that he is on the
verge of mastering relative sizes of objects can
be offered a nesting toy, but in a simplified
form, giving him only three containers, the
smallest, the largest, and an in-between.
Mastering the art of providing the next-needed
This good physical support base for the child's
development is provided by people. People
supply the nourishment, the protection, the
holding, and the physical comfort that are so
especially salient to the young child and infant.
Caregivers who handle children well have
developed an expertise in identifying a child's
needs, according to the child's individuality, and
fulfilling them quickly. They maintain an
attitude of supporting the child's development,
not providing it.
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UCLA Department of Psychology Infant Development Program
task for the children takes training and
experience. It requires scientific attention to
the small interim steps in a developmental
sequence. Attention to these steps, however,
also produces a genuine appreciation, even
awe, of the triumphs achieved by the child. So
the adult is Philosophy able to share with the
child, not just through empathy but with a
knowledgeable appreciation, his delight in his
discoveries and accomplishments.
of rules by themselves; other times the rule
has to be given by the adult. In any case,
finding a way to get along with others while
respecting their own wishes is the principal
aim, rather than the rule itself. Finding this
way takes years, and like other aspects of
development, it takes an individual path for
each child; it cannot be forced.
In sum, the basic principle of the IDP philosophy
is that while children need a great deal of care
and help, they are hardly helpless. They are
largely self-motivated and self-directed in their
development. They are naturally social, and
naturally intelligent. They seek out tasks to
develop their own skills. The adults' role is to
provide the trustworthy, secure physical and
emotional base from which the children
conduct their reaching out into the world, and
to offer them appropriate stimulation to
growth.
Opportunity for growth also comes very much
from the children's spontaneous interactions
with each other. Very young children show a
high degree of social interest in each other,
and anyone who has worked with them can
cite examples of even a small baby "talking"
with another child for a sustained period of
time. This socialization can be encouraged by,
first of all, recognizing its prevalence and
importance. In small babies it is fostered by a
general atmosphere of relaxation and
enjoyment, and by free and warm interactions
between babies and their adult caregivers. In
older children, the above also holds true, but
socialization can further be encouraged by
presenting social opportunities: singing,
music, story-telling, group snacks,
housekeeping, building with blocks. Older
children also need specific help with social
skills. They need to be protected from
situations which would lead to fights, such as
pervasive over-excitement, tiredness, lack of
toys, lack of adult attention, competitive
games. They need to feel safe from being hurt
or really exploited by another child. They need
to be given the rules which people use to get
along, such as waiting to use a toy until
another child has finished with it, or sharing a
toy, such as a box of crayons, which can be
used by several children at the same time.
Sometimes children will work out these kinds
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UCLA Department of Psychology Infant Development Program
GUIDELINES AND PROCEDURES FOR ADMISSION
GENERAL GUIDELINES
The Infant Development Program serves the functions of a research and teaching facility.
The success of the program depends, in large part, on the parents and infants who participate.
The goals of the program require:
A. Parents who are sympathetic and supportive of the research and teaching activities of the IDP.
Parents must understand that teaching and research are integral to this program.
B. Parents who can participate actively in the program. Both teaching and research will be enhanced
by frequent contact between parents and children in IDP.
C. The stability of the cohort of children in the program is important. IDP will be operated on a yearround basis, and it is assumed that children accepted to IDP will participate for at least a year.
D. A balance will be maintained in the age and gender mix of children in the center. Ethnic diversity is
seen as desirable. To increase the total number of children participating in IDP, both full-time and
part-time care will be available.
E. A child will be placed on the waitlist by date of application. Priority is given to Psychology faculty
and staff.
SELECTION PROCEDURES
Prospective parents will attend an orientation tour, during which an information and application packet
will be distributed. Tours are held on the third Tuesday of the month, 9:45am -11:15am, and are open
to a maximum of eight families. Advance sign-up is required online at http://www.uclaidp.info/. After
the application fee is submitted, interested families may complete an application form online asking
detailed questions about their child and their childcare needs. The application materials will explain the
research and teaching goals of the program and will outline the requirements for parental participation
in IDP.
When an opening becomes available, eligible parents will be identified from the application records.
When a child is admitted to IDP, parents will be provided with additional material about the program,
and will be asked for additional information about the social and health history of their child.
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UCLA Department of Psychology Infant Development Program
TUITION POLICY
HOURS
IDP is open on weekdays from 7:30 a.m. to 5:30 p.m. Children cannot be accommodated before or
after operating hours. IDP is closed at the following times:

University administrative holidays and UCLA closure days

Three professional development days including the annual conference of the California
Association for the Education of Young Children (CAEYC)

for one staff planning day each quarter

for one day in the fall for incoming ADP student orientation
FEES
Tuition is an annual fee that is divided into 12 payments for parents’ convenience. Children can enroll
for full-time or part-time care. Fees are as follows:
Hours of enrollment
9/2008 – 6/2009
Full-time
5 days/wk (M-F, 7:30 - 5:30)
$1591/month
Part-time
3 days/wk (M,W,F, 7:30 - 5:30)
$1113/month
Part-time
2 days/wk (T,TH, 7:30 - 5:30)
$875/month
While every effort is made to keep tuition at a reasonable level, parents should expect an annual
increase each July.
FINANCIAL ASSISTANCE
The Megan Daly Memorial Scholarship is awarded by the IDP Advisory Committee to a family who
demonstrates financial hardship. The recipient of this scholarship is selected by the committee and
receives an award that is applied directly towards tuition at the IDP.
the program. Parents are required to give 30
days’ written notice when they intend to leave
the program. The deposit then serves as the
last month's payment. If parents cannot give
the full 30 days' notice, the deposit may be
refunded in part if the child's place can be filled
within the 30 days.
REGISTRATION FEE
A non-refundable registration fee of $100 is due
at the time of enrollment.
DEPOSIT
A deposit equal to one month's fee is required
at the time of enrollment, prior to beginning
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UCLA Department of Psychology Infant Development Program
Late arrivals are charged $15 for each 15
minutes or fraction thereof. IDP/Franz uses the
time displayed on the clock on the wall in the
big room, and IDP/Fernald uses the time
displayed on the clock on the wall in the potty
room; family members are strongly encouraged
to synchronize their watches and clocks
accordingly. Late pick-up fees are payable at
the time of pick-up, in cash, to the closing staff
member; parents will be asked to sign a late
pick-up slip.
ABSENCES AND REFUNDS
IDP operates year-round, and monthly fees
must be paid regularly even if absences (due to
illness, holidays, or family vacations) occur.
Children cannot substitute different days or
times to make up for times missed and children
cannot be substituted for one another.
PAYMENT
The first month's payment is due at the time of
enrollment, prior to beginning in the program.
Subsequently, payment is due on the first of
each month.
Because there are no provisions for keeping a
child after closing hours, consistent lateness will
be cause to ask a parent to withdraw his/her
child from IDP.
All checks or money orders should be made
payable to "UC Regents". Any check returned
by the bank will result in a $10 surcharge.
DROP-IN CARE
Drop-in care is available to children currently
enrolled at IDP when space permits. The rate
for drop-in care is $10/hour. Advance notice is
required.
LATE FEES: TUITION
Tuition that is received after the 9th of each
month will incur a late fee of $10 for each
calendar day that tuition is overdue. Late fees
are due at the time tuition is paid; until the
balance is paid in full the account is considered
overdue, and late fees will continue to accrue.
UCLA AFFILIATION
IDP parents must be able to demonstrate that
they are able to make at least a one-year
commitment to the IDP from the time that the
child is enrolled. The parent must show that
he/she is able to (and reasonably expects to)
maintain the affiliation that made it possible for
his/her child to be admitted to the IDP. Parents
will be required to provide verification of that
affiliation annually.
Failure to pay tuition by the 15th of the month
will be considered a sign of intent to terminate
and should be discussed with the Director.
LATE FEES: PICK-UP
IDP operating hours are Monday through
Friday, 7:30 a.m. to 5:30 p.m. Parents are
requested to pick up their children promptly by
5:30 as children cannot be accommodated after
closing.
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UCLA Department of Psychology Infant Development Program
CALENDAR
Infant Development Program Calendar, Academic Year 2009-2010
13 green: UCLA holiday
6 purple: Teacher vacation days
8 yellow: regular calendar IDP closure day (teacher work day; no children)
27 Total closure days
An "X" on each day indicates the days we will be open for service.
SEPTEMBER 2009
SU M
T
W
1
2
6
7
8
9
13 14 15 16
20 21 22 23
27 28 29 30
TH
3
10
17
24
F
4
11
18
25
SA
5
12
19
26
19
Days of Operation:
09/07/09
Labor Day
09/21/09
Staff Development Day
09/22/09
Intern Orientation Day
DECEMBER 2009
SU M
T
W TH F SA
1
2
3
4
5
6
7
8
9
10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
Days of Operation:
Winter Break
Planning Day
MARCH 2010
SU M
T
W
1
2
3
7
8
9
10
14 15 16 17
21 22 23 24
28 29 30 31
Days of Operation:
Cesar Chavez Day
Planning Day
JUNE 2010
SU M
T
W
1
2
6
7
8
9
13 14 15 16
20 21 22 23
27 28 29 30
Days of Operation:
234
OCTOBER 2009
SU M
T
W
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
TH
1
8
15
22
29
Days of Operation:
Staff Development Day
JANUARY 2010
SU M
T
W
TH
3
4
5
6
7
10 11 12 13 14
17 18 19 20 21
24 25 26 27 28
31
13
Days of Operation:
12/21-12/31 Winter Break
12/18/09
Martin Luther King Day
APRIL 2010
TH F SA
SU M
T
W TH
4
5
6
1
11 12 13
4
5
6
7
8
18 19 20
11 12 13 14 15
25 26 27
18 19 20 21 22
25 26 27 28 29
21
03/26/10
03/25/10
TH
3
10
17
24
F
4
11
18
25
SA
5
12
19
26
21
Days of Operation:
Staff Development Day
JULY 2010
SU M
T
4
11
18
25
5
12
19
26
6
13
20
27
W
7
14
21
28
TH
1
8
15
22
29
Days of Operation:
Staff Development Day
Fourth of July
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
9
F
2
9
16
23
30
SA
3
10
17
24
31
21
10/30/09
F
1
8
15
22
29
SA
2
9
16
23
30
19
1/1/10
01/18/10
F
2
9
16
23
30
SA
3
10
17
24
NOVEMBER 2009
SU M
T
W
1
2
3
4
8
9
10 11
15 16 17 18
22 23 24 25
29 30
TH
5
12
19
26
TH
4
11
18
25
F
5
12
19
26
W
TH
F
6
13
20
27
7
14
21
28
21
04/09/10
2
3
4
5
9
10 11 12
16 17 18 19
23 24 25 26
30 31
Days of Operation:
Memorial Day
F
2
9
16
23
30
AUGUST 2010
SU M
T
W
1
2
3
4
8
9
10 11
15 16 17 18
22 23 24 25
29 30 31
SA
3
10
17
24
31
20
07/02/10
07/05/10
Days of Operation:
SA
6
13
20
27
19
02/15/10
Days of Operation:
President's Day
MAY 2010
SU M
T
SA
7
14
21
28
18
11/11/09
11/26-27
Days of Operation:
Veteran's Day
Thanksgiving
FEBRUARY 2010
SU M
T
W
1
2
3
7
8
9
10
14 15 16 17
21 22 23 24
28
F
6
13
20
27
SA
1
8
15
22
29
20
05/31/10
TH
5
12
19
26
F
6
13
20
27
SA
7
14
21
28
22
UCLA Department of Psychology Infant Development Program
DAILY HEALTH CHECK
IDP can care for children who are “mildly ill.” Children who are not feeling up to participating in IDP’s day,
who have a temperature over 100.5, or who have potentially contagious symptoms will need to be picked
up from IDP.
Director/Teacher notes any unusual redness, irritation, or patchiness of throat. Check for swollen glands by
gently touching the child's throat and neck with the fingertips. Swollen glands may indicate an oncoming
illness or may be the result of having recently been ill. If no other symptoms are present, the child will not
be sent home just on the basis of slightly swollen glands. But the parents will be alerted and both parents
and staff will observe the child closely for a couple of days and ensure that the child has sufficient rest.
Body temperature and general disposition are checked.
Note is also taken of the color and condition of the child's skin, eyes, and overall appearance. Noncomprehensive lists of symptoms that are potentially contagious are:
* Watery, inflamed eyes or crusty eyes or eyelids
* Glazed appearance of eyes
* Deep cough
* Inflamed nostrils
* Heavy nasal discharge
* Unusual irritability
* Rash sores, flushed appearance, clamminess, pallor, or other unusual conditions of skin
* Contagious diseases
* Fever over 100.5 without medication
* Diarrhea or unusually loose bowel movements
* Unusual vomit
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UCLA Department of Psychology Infant Development Program
MEDICATION POLICY
Please note: this medication policy applies to sunscreen and diapering ointments, as well as prescription
medications. Please ask your pediatrician for a prescription if you would like us to apply sunscreen (after the age
of 6 months) and/or diapering ointments at IDP.
We prefer that, whenever possible, parents personally administer medications to their children. However, the
Infant Development Program will administer prescription and non-prescription medications (including sunscreen
and diapering ointments) under the following conditions:
1. All prescription and nonprescription medications shall be centrally stored in accordance with the
requirements specified below.
A. Medications shall be kept in a safe place inaccessible to children.
B. Each container shall have an unaltered label.
C. A refrigerator shall be used to store any medication that requires refrigeration.
2. All prescription and nonprescription medications shall be maintained with the child's name and shall be
dated.
3. Prescription medications may be administered if all of the following conditions are met:
A. Prescription medications shall be administered in accordance with the label directions as prescribed by
the child’s physician.
B. For each prescription, the licensee shall obtain, in writing, approval and instructions from the child’s
authorized representative for the administration of the medication to the child.
4. Nonprescription medications may be administered without approval or instructions from the child's physician
if all of the following conditions are met:
A. Nonprescription medications shall be administered in accordance with the product label directions
on the nonprescription medication container(s).
B. For each nonprescription medication, the licensee shall obtain, in writing, approval and instructions
from the child’s authorized representative for the administration of the medication to the child.
5. When no longer needed by the child, or when the child withdraws from the center, all medications shall be
returned to the child’s authorized representative or disposed of after an attempt to reach the authorized
representative.
State of California-Department of Social Services-Community Care Licensing Division-Manual of Policies and
Procedures-Title 22, Division 12, Chapter 1, Section 101226
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UCLA Department of Psychology Infant Development Program
EMERGENCY POLICIES AND INFORMATION
2.
MEDICAL EMERGENCY POLICY
1.
Dial 911 on campus phone, briefly state
emergency, and give campus location
(1615 Franz Hall).
2.
Call parent(s) to inform of medical emergency
(phone numbers listed by phone).
Procedure:
A. When shaking begins, caregivers will protect
infants from falling items and glass
breaking. Caregivers will cover children
with their bodies, then cover own head
and neck.
B. When shaking stops, teachers will check
children and caregivers for injuries.
FIRE POLICY
C. Teachers will call 911 if assistance is needed.
1. Caregivers will receive a copy of Fire Policy and will
D. Emergency supplies kept in sleeping rooms
and kitchen.
walk through a fire drill once a month.
E. Stay calm!
2. Undergraduate Advising Office phone numbers are
posted near the phone.
YOUR CHILD’S EARTHQUAKE KIT
3. Procedure:
A. At alarm, caregivers remove all children to
assembly area north side, Inverted Fountain).
Exit route will be determined by teachers.
In case of earthquake or other disaster, IDP keeps
emergency supplies on hand. An evacuation crib is
located inside each nap room (closest to the door); in
the event that it should become necessary to
evacuate the premises each crib can hold 7 children
and be wheeled to the evacuation site (inverted
fountain).
B. Teachers will call Advising Office for back-up
help in evacuation.
C. Teachers will report fire by alarm box
(opposite fountain in lobby) in call 911 to
campus police.
As a supplement to the supplies that IDP provides,
we would like each child to provide his/her own
earthquake kit.
D. Helen and teachers will sweep area to check
for any remaining babies and caregivers.
Earthquake kit:
Please place the following items in a large zip lock bag:
E. Teachers will evacuate and close all doors.
F. Report incident to Helen Davis, Executive
Director (x74993). Relocate to Psychology
Clinic if necessary.
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EARTHQUAKE POLICY
1.
Caregivers will receive a copy of the Earthquake
Policy and will walk through an earthquake drill
once a quarter.
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1 complete change of clothes
Hat
6 diapers
Travel wipes
Photo of family
A favorite toy, book, or blanket
Pacifier
Nonperishable snack and small
water.
UCLA Department of Psychology Infant Development Program
NUTRITION
Parents of young infants should provide all of the food their children will require during the day (e.g., breast milk
or formula, cereal, baby food). For infants and toddlers who are able to eat finger foods, IDP provides a morning
snack at 9:15 am and an afternoon snack at 4:00 pm. We strive to provide a variety of snacks from diverse
culinary traditions and whenever possible, we avoid bleached flour, refined sugar, added salt, and processed foods.
When developmentally ready, children are encouraged to sample each day's snacks, and teachers will work with
families in introducing new foods. We will accommodate allergies or individual dietary restrictions to the extent
possible, but parents are also invited to supplement IDP snacks with special foods their child may enjoy or require
(e.g., cereal for infants). Parents and teachers will consult together to determine when children are
developmentally ready to sample each day's snacks, and to develop a plan for introducing new foods (e.g.,
introducing one new food at a time, offering food in small pieces for young children).
IDP provides organic, whole milk with morning and afternoon snacks. Soy milk is provided for children who
require it. Filtered water is offered at lunch and throughout the day.
A sample menu follows:
Morning Snack
Afternoon Snack
quesadillas
homemade bread & fresh fruit or vegetable
milk
milk
Tuesday
chicken noodle soup &
homemade bread & fresh fruit or vegetable
matzo
milk
milk
Wednesday
brown rice & black beans
homemade bread & fresh fruit or vegetable
milk
milk
Thursday
corn muffins & peaches
homemade bread & fresh fruit or vegetable
milk
milk
Friday
pasta w/tomato sauce
homemade bread & fresh fruit or vegetable
watermelon
milk
milk
Parents provide lunch. Lunch preparation required should be limited to microwave or toaster oven use. Parents are
requested to provide nutritious foods and to save "junk" food (e.g., candy, chips, soda) for home. Some sample
foods children often enjoy:
Monday
-yogurt or applesauce
-fresh fruit (please cut, peel, etc at home; please cut
grapes in half)
-pasta with butter or tomato sauce
-cottage cheese
-fresh vegetables (raw or cooked—no raw carrots,
please)
-cheese
Parents provide formula, bottles, and any other special foods or beverages. IDP provides cups, plates, bowls,
utensils, and bibs. Parents are invited to bring in any other special eating equipment. Children who may not drink
milk must have a doctor’s approval on file at IDP.
 
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UCLA Department of Psychology Infant Development Program
STORING AND PREPARING EXPRESSED BREAST MILK
IDP supports and encourages parents who wish to breast feed and/or provide expressed milk.
Please talk with your primary caregiver or the director about how we can help you with setting up a
feeding schedule for your child, finding a comfortable place for you to nurse, etc.
For storage and use of breast milk we follow the guidelines of the American Academy of
Pediatrics. If you will be bringing expressed milk to IDP we will provide you with a refrigerator
and/or freezer tray with your child’s name on it. Please note that each container of milk you provide
should be clearly labeled with your child’s full name and the date the milk was expressed.
1. Always wash your hands before handling
breast milk.
5. Do not add fresh milk to already frozen milk
in a storage container.
2. Be sure to use only clean containers to store
expressed milk. Try to use screw cap bottles,
hard plastic cups with tight caps or special
heavy nursery bags that can be used to feed
the baby. Do not use ordinary plastic storage
bags or formula bottle bags for storing
expressed milk.
6. You may thaw milk in the refrigerator or you
can thaw it more quickly by swirling it in a
bowl of warm water.
7. Do not use microwave ovens to heat bottles
because they do not heat them evenly.
Uneven heating can easily scald your baby or
damage the milk. Bottles can also explode if
left in the microwave too long. Excess heat
can destroy important proteins and vitamins
in the milk.
3. Use sealed and chilled milk within 24 hours if
possible. Discard all milk that has been
refrigerated more than 72 hours.
4. Freeze milk if you will not be using it within
24 hours. Frozen milk is good for at least 1
month (3 to 6 months if kept in a 0° freezer).
Store it at the back of the freezer and never in
the door section. Make sure to label the
milk with your child’s full name and the
date that you freeze it. Use the oldest milk
first. Freeze 2 to 4 ounces of milk at a time,
because that is the average amount of a single
feeding. However, you may want some
smaller amounts for some occasions.
8. Milk thawed in the refrigerator must be used
within 24 hours.
9. Do not re-freeze your milk.
10. Do not save milk from a used bottle for use at
another feeding.
Taken from the American Academy of Pediatrics web site:
http://www.aap.org/family/brstguid.html
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UCLA Department of Psychology Infant Development Program
A DAY AT IDP
Life at IDP is filled with excitement, discovery, wonder, and fun! Daily schedules and activities are
carefully planned with each child’s specific developmental needs in mind. Although individual
babies’ experiences may vary greatly, these descriptions will give parents an idea of IDP’s general
goals and daily patterns.
DAILY SCHEDULE
This is IDP’s general daily schedule, which is set up to provide the babies with some
predictability. However, babies nap and eat according to individual schedules which are
established by the parent(s) and IDP staff. Whenever possible, individual needs are accommodated
and modifications are made to the daily schedule.
7:30 am
IDP opens
9:00 – 9:30
AM snack
Diaper changes, potty sits, sunscreen
10:15
Morning walk
11:30
Return to IDP and wash hands for lunch
Lunch time
Diaper change or potty sit after lunch
12:00 noon
Play time / naps
3:30 pm
Fresh bread of the day & afternoon snack
Play time
4:45
Diaper changes if necessary
5:00
Closing circle
5:30
IDP closes: see you tomorrow!
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UCLA Department of Psychology Infant Development Program
DAILY ROUTINES FOR IDP PARENTS
tears of sadness or anger. You should feel free to
watch through Observation Room or call us when
you get to work to check on your child.
SIGN-IN/SIGN-OUT
Parents must accompany children directly
into IDP and sign them in and out each day. The signin/sign-out sheet is posted inside the front door.
Please write the time you drop off/pick up your child
and sign your full name. This sheet is the legal
transfer of responsibility so it is essential that parents
sign in and out daily.
At the beginning and end of each day, please
leave a few extra minutes to touch base with your
child’s primary caregiver or another member of our
full-time staff. During this time we may exchange
information about your child's routine, daily
activities, etc.
Daily changes in routine (e.g., a diaper rash
that needs Desitin) can be posted on your child's
chart by your primary caregiver or another member
of our full-time staff. Post-Its notes for this use are
available by the charts, by the telephone, and by the
microwave.
PICKING UP YOUR BABY FROM IDP
When a parent walks into the room at the
end of the day, it is important to remember that your
child looks first at your face. You may have had a
long day and feel tired, but a tired look may be
confused for an angry look. Try to have a smile and a
welcome greeting. Don't be surprised, however, if
your child is too busy with a project to give you an
immediate second look. As with leaving your child in
the morning, allow a few minutes to play with or just
sit near your child. You child may be in the middle of
an important activity and may not be ready to drop
everything immediately. Say "hello" and let your
child know that soon it will be time to go.
Only persons with prior written authorization
will be allowed to visit a child at IDP or pick up a child
from IDP. All authorized persons who are not
parents will be asked to present a picture ID before a
child is released to them. Children are not allowed
out of the center grounds unless accompanied by an
approved adult.
SAYING GOODBYE TO YOUR BABY AT IDP
It is important to establish a routine with
your child when leaving your child at IDP. A routine
will help your child know what to expect and feel
secure with daily transitions. Please do NOT sneak
out on your child without saying goodbye.
You may want to change your child's diaper
or help with toileting, especially if you have had a
long commute to IDP. Nursing or giving your child a
bottle is a nurturing and personal way to ease daily
transitions. Sharing a book or working a puzzle are
other ways of gently moving your child between
home and school.
When you are ready to leave, please feel free
to enlist the help of your primary caregiver. We will
tell your baby that Mommy or Daddy is going to work
and will come back later. Please make eye contact
with your child, smile (it matters!), say goodbye once,
and walk out the door. The caregiver will handle any
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UCLA Department of Psychology Infant Development Program
WORDS TO AVOID WITH INFANTS AND TODDLERS: ENHANCING SELF-ESTEEM
To help our new caregivers learn about working with and talking to young children, we provide a list of “words to
avoid”. For parents’ reference a modified list follows.
WORDS TO AVOID
No
You can't do that; stop that; don't touch that
be careful
Share
pretty, cute, adorable, smart
Good job
it's okay; you're okay; don't cry
bad girl/bad boy; big girl/big boy
nice; kind; mean; It's not nice to...
naughty
if you do....then I'll give you... (conditionals)
______ is bigger than you are
words that favor one child over an other
WHY?
Give more information or acceptable alternative; save “no”
for emergencies so children will not habituate to it.
Be more specific (“that” = ?); give an acceptable alternative
or modify the environment.
Be more specific; describe the danger so the child knows
what to look out for.
Infants and toddlers are egocentric—not ready
developmentally to share. Instead redirect the other child to
a different toy and say “When she is finished it will be your
turn”. Exception: a group of objects that can be used by
several children at once (e.g., a large basket of crayons).
We don’t value children for their physical appearance.
Not enough information; instead say “I like the way you put
all of the balls on the shelf” or “I notice that you used red
and green on your art project”. Children should do things
for their own pleasure, not our approval.
Instead say “I know that was really scary when you fell” or “I
know you are sad when Daddy leaves but he will come back
at the end of the day”. We don’t discourage crying. Help
children identify, label, express, and validate their feelings.
Never label a child. Instead explain why a particular action
may be inappropriate, and why.
Instead say “She doesn’t like it when you take her toys” or “I
think it made him happy when you hugged him.”
Caregivers must be able to enforce rules or set limits
without resorting to bribery.
Never compare children.
** Remember, when talking to a child always get down at his/her level and make eye contact. Avoid yelling their name across
the room when you want their attention.
** Allow the children to answer for themselves and do things for themselves (be patient and give them more time than you
allow for adults).
** How you say something is just as important as what you say. Show respect when talking with children. Always keep body
language in mind when talking with a child.
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UCLA Department of Psychology Infant Development Program
IDP, A - Z
ABSENCE
When your child will be absent or late, please call IDP (inside line) as early as possible. If your child has a
contagious illness, let us know so that we can alert other parents to look for symptoms in their children. Please
notify us of extended absences (e.g., vacation) in writing.
BIRTHDAYS AND OTHER SPECIAL EVENTS
Parents may choose to celebrate their child's birthday (or other event) at IDP. Please ask the Director for
guidelines in advance.
Please do not bring latex balloons to IDP because they present a choking hazard; however, you are welcome to
bring mylar balloons.
CAREGIVERS
IDP has student caregivers per quarter who participate in the IDP teaching program through an internship. They
spend 8 hours per week working with the babies (under the supervision of our permanent teaching staff) and are
enrolled in a lecture + discussion course. “First quarter” caregivers (Psychology 134A) are new to IDP. “Second
quarter” caregivers (Psychology 134C) have completed one quarter of training at IDP. “Third quarter” caregivers
(Psychology 193) have been at IDP for at least two quarters and have been invited to complete a third.
“Volunteers” have completed two or three quarters of training at IDP but are no longer receiving course credit
for their IDP participation.
Parents are strongly encouraged to get to know the student caregivers. A caregiver photo board or book is
provided to help parents get acquainted with names and faces. Various social events are planned throughout the
year to invite parent-caregiver interactions. Student caregivers are very important in the lives of IDP babies and
enjoy building relationships with IDP parents.
CHARTS
Each child has a weekly information chart that is posted on the bulletin board near the potty room. These charts
list food, naps, and diapering for the day. Parents are invited to record relevant information about their child’s
night or morning and to read their child's chart daily. An additional category provides space for caregivers to list
a favorite activity, a new food, or a book that the child read.
CIRCLE TIME
Every afternoon at 5:00 we have circle time, a time when all children are invited to join together for singing,
finger play, puppets, stories, etc. Together time is child-directed; particular songs and activities are chosen by the
children and the length of together time varies, depending on the children's interest.
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UCLA Department of Psychology Infant Development Program
Any child who prefers not to participate in together time is encouraged to participate in any other non-disruptive
activity. A caregiver or parent will accompany that child in the activity of his/her choice without disrupting the
children who are still enjoying together time.
Adults who are present during this time are asked to participate in order to fully enhance the children's
enjoyment and participation. A songbook is available for parents who are interested in learning the words to
popular together time songs.
CLOTHING AND DIAPERS
Your child will get “dirty” and “messy” at IDP because that is the essence of play and learning! Please do not send
your child to IDP in clothes that must stay clean and spotless. We believe that children must be uninhibited in
their exploration and discovery; although smocks and other cover-ups are provided, they are not required.
Children are never required to keep themselves from getting messy in the course of play. No child will be
prohibited or restricted from participating in activities in order to keep clothes clean.
At least two changes of clothing, including underwear and socks, should be kept at IDP at all times. All clothes
sent or worn to IDP should be labeled with the child's name. Each child has a special cubby to hold personal
belongings.
Parents are responsible for providing diapers and diaper wipes, as well as any other diapering items, for their
children. We welcome cloth diapers.
KITCHEN
IDP provides a morning and afternoon snack daily; a monthly snack menu is distributed to parents. Organic,
whole milk is provided at morning and afternoon snacks. Filtered water is available at lunch and throughout the
day. Parents provide lunch, formula, and other special dietary requirements. Containers and bottles should be
labeled with the child’s name. Glass bottles and jars are not used for feeding at IDP.
NAPS
A rest period is required for all children who spend most of their day with us. Naps will be implemented
according to the individual needs of the children, following a plan developed by the parent(s) and caregiver(s).
We recommend the “back to sleep” sleeping position (see Consumer Product Safety Alert which follows and
enclosed “Back to Sleep” brochure).
In order to provide a sense of familiarity and security, each child sleeps in the same crib or cot every day. Fulltime children have their own cribs/cots while part-time children share a crib/cot with the “alternate-day” child.
When a child is ready, (s)he may move to a cot for nap time.
Parents are asked to remember that the nap rooms are not soundproof and that talking should be kept to a
minimum. Doors should be closed slowly and quietly.
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UCLA Department of Psychology Infant Development Program
IDP provides and launders sheets and blankets for naps daily for infants and weekly for toddlers. Parents are
welcome to bring from home any additional sheets, blankets, security objects, etc. that will help make nap time
more comfortable. Personal items are not laundered at IDP.
“A NOTEBOOK FOR TWO VOICES”
The full-time staff keeps regular, written observation journals of each child. Journals track children's
development, behavior, and interests, and are an important professional development tool. They are kept in
individual folders. Parents are invited to read or write in their child’s journal at any time.
PARENT BOARD
The parent board contains information about upcoming IDP events, community events/resources,
announcements, opportunities for parent involvement, etc. The IDP/Franz parent board is located on the
window by the front door, while the IDP/Fernald parent board is located next to the kitchen door.
PARENT-TEACHER CONFERENCES
Formal parent-teacher conferences are offered twice a year, in the fall and in the spring. These conferences
take place between the child’s parent(s) and the primary caregiver and provide an opportunity to share
information about the child’s development, favorite activities, peer relationships, etc. Parents and teachers
also use this opportunity to plan together in setting short-term and long-term goals for the child, and discuss
any areas of concern. Since we believe that it is preferable not to discuss a child in the third person in his/her
presence, we ask that children not attend parent-teacher conferences.
Parents are welcome to request formal parent-teacher conferences at any other time during the year, and
teachers will make every effort to communicate informally with parents daily about their child’s development
and education.
PARKING PERMITS
For IDP parents without campus parking permits, temporary parking in the loading zone is available while
dropping off or picking up children. There is a 20-minute limit for loading zone parking. Parking permits are
available yearly in June from the classrooms teacher; please read the guidelines on the permit.
PRIMARY CAREGIVERS
Each IDP baby is provided with a primary caregiver. The primary caregiver (PC) is the person who provides or
coordinates most of that child’s care, and communicates with parents about each child’s development. This
relationship helps IDP babies form strong relationships with a caregiver while they are away from their
parents. Additionally, the PC system allows parents to have a clear, systematic line of communication about
their child.
Each PC has four “primary babies” per day. Care is often delegated to student caregivers, under the PC’s close
supervision. Although each child has a PC, all PCs have significant relationships with all IDP babies and
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UCLA Department of Psychology Infant Development Program
families, and share duties or cover for each other frequently (during lunch breaks, vacations, etc.). This team
approach allows for the smooth and consistent care of every child.
TODAY WE…
“Today We…” is a written description of daily morning walks. It is posted on the curriculum board (Franz) or
on the parent board (Fernald) for parents and caregivers to read.
TODDLER CURRICULUM
Older infants/toddlers (approx. 2 to 3 years) are invited to participate in daily toddler curriculum activities.
These projects are designed to meet the special needs and abilities of IDP’s oldest children. Sample curriculum
categories include: cooking, gardening, science, dramatic play, etc.
In order to provide appropriate and challenging experiences for our oldest toddlers, younger children do not
participate in toddler curriculum until they seem developmentally prepared. Teachers will discuss with
parents when a particular child appears ready to begin participating in toddler curriculum. Often, a child who
is just on the brink of readiness will participate in some toddler curriculum activities but not others. Parents
and caregivers are asked to help younger children respect this special time for older toddlers by giving them
space and privacy.
WALKS
IDP babies may go on a daily walk from 10:00 to 11:30 am. The children walk or ride in strollers or wagons to the
daily walk destination on campus (e.g., the Bear, Sculpture Garden, Royce quad). Once there, the children spend
time exploring the environment, and developing their gross motor skills. The adult: child walk ratio is 1:2.
Parents who prefer that their children remain at IDP during walk should inform the Director so that arrangements
can be made. We try to maintain a relatively tight morning schedule in order to make sure that the children have
enough time to play outside on walk and still return to IDP in time for lunch. Parents are asked to phone the IDP
staff if they will be arriving later than 9:45 am. A caregiver can be kept back to wait for a late child and take
him/her to meet the others on walk, allowing that particular child to have ample time for transitioning without
disrupting the activities of the other children.
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UCLA Department of Psychology Infant Development Program
PARENT PARTICIPATION
Parent participation will focus on daily living. Contributing to the everyday events that build our
community will allow parents to catch a different glimpse of how life happens at IDP.
Parent participation is a crucial component of any child care program for several reasons:
1. Children benefit by seeing that their parents are interested and involved in their experiences at IDP.
 Children take pride in having their parents contribute to the “school” environment.
 Children build trust in their caregivers when they see that their parents trust and respect
their caregivers too. The bridge between home and IDP is built.
 Parent participation has many direct, positive effects on children’s experiences in child
care: cleaner facilities, more resources, multi-cultural and multi-generational interactions,
etc.
2. Parent involvement provides resources and opportunities that are not otherwise possible for IDP,
which is a small, self-supporting program.
3. Parent involvement provides great opportunities for parents to network with caregivers and other
parents. It gives parents a chance to try something new—learn about fund raising, build equipment, lead
story time, get silly with lots of infants and toddlers!
4. Parent involvement validates IDP staff by showing them that IDP parents support their work with
children and want to help make IDP the very best it can be.
5. It really does take a village to raise a child.
6. Together we are better!
IDP has many opportunities for parent involvement and parents are encouraged to participate whenever
possible. Some of the possibilities are:




classroom participation
room parent
host a “happy hour”
contribute morning snack




work days
fund raising
toy repair
animal care
 Caregiver Appreciation
committee
 share a family tradition
Parents are invited to contribute their own ideas for participation. We want every parent to feel
comfortable getting involved at IDP so we welcome your suggestions!
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UCLA Department of Psychology Infant Development Program
AGES AND STAGES
WHAT DO YOUNG INFANTS DO AT IDP?
As a primary objective, young infants at IDP learn to build close, secure relationships with one or
more caregivers. The security of these relationships provide the foundation of trust and confidence which
encourage the young baby to engage in daily activities. The young infant curriculum includes reading,
singing, music, conversation, various sensory experiences, and interactions with natural elements. Young
infants at IDP follow individual, natural patterns for eating and sleeping. The children are exposed to
language through stories, songs, chants, and conversation. Toys are easily manipulated and mouthed, and
disinfected after each use.
WHAT DO MOBILE INFANTS DO AT IDP?
Mobile infants build upon the rapidly changing developmental milestones which took place in
young infancy. The close relationships with caregivers which were started in young infancy are cultivated
and further nurtured. As their physical strength increases, mobile infants develop confidence in their
abilities and feel comfortable exploring to a greater degree. Teachers continue to support and encourage
developing physical abilities while providing an environment that is physically and psychologically safe for
exploring children. Teachers provide physical support for each child’s level of physical development while
mobile infants are encouraged to practice their developing gross motor skills such as sitting, pulling up, and
cruising. Mobile infants experiment with different art and sensory materials such as paint, glue, salt, play
dough, etc. With guidance from teachers, mobile infants learn to interact with their peers. Individual
routines such as eating and sleeping may be modified to meet each child’s changing developmental needs.
WHAT DO OLDER INFANTS/TODDLERS DO AT IDP?
Older infants are encouraged to further develop their cognitive and physical abilities. They learn to
become socially competent and emotionally secure. Toddlers are encouraged to identify, explore, and
express their feelings, which are validated by teachers. Teachers respect older infants’ need to experiment
with independence while still remaining dependent on their caregivers. A sense of control, predictability,
and consistency in setting limits help older infants feel that they can master their environment. Older
infants at IDP are provided with opportunities to meet their unique developmental needs and abilities:
sleeping on cots with peers, participating in developmentally appropriate “toddler curriculum” activities
(e.g., science, cooking, visits to the library), chances for imaginary play, etc.
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UCLA Department of Psychology Infant Development Program
DISCIPLINE POLICY
IDP's philosophy of discipline focuses on the
importance of treating young children as individuals,
with widely differing personalities. Our goal is to
maximize growth for each child while protecting
every member of the group.
of the children. Teaching and learning modes
change as children mature, and this applies equally
to the teaching and learning of positive behavior.
The effective uses of explanation and reasoning
increase with the age of the children, as does a
child's ability to consider others. Teaching that does
not account for these differences will be
unsuccessful.
Staff members are educated in child development
so that instances of non-compliance are understood
from a developmental approach. Staff members are
also trained in methods of discipline which aim to
resolve or alleviate conflict while helping the child
understand, to the best of his/her ability, why a
particular behavior is unacceptable.
The Director will hold weekly discussions with
caregivers to address issues of discipline and
compliance and to offer assessments of staff
behavior in instances requiring discipline. In
addition to keeping regular written journals for
each child, and Director and/or Head Teacher will
have informal daily consultations with parents to
understand the history and context of a particular
behavior.
When a child behaves in an undesirable manner,
positive alternatives are always offered as a way of
channeling a child's energy into another, more
acceptable activity. When redirection is ineffective,
or when the problem behavior is extreme or
dangerous, the teacher discusses the behavior with
the child, age permitting. Teachers emphasize that
certain behaviors are not acceptable at IDP and pose
alternative activities while validating the child's
thoughts and emotions. We regard discipline as the
teaching of appropriate behavior, not as
punishment. Staff are encouraged, whenever
appropriate or necessary, to seek assistance from
other caregivers.
Under no circumstances is it acceptable to use
corporal punishment or any other form of
discipline which violates the personal rights of any
individual. Each child shall have personal rights
which include, but are not limited to, the following:
“To be free from corporal or unusual punishment,
infliction of pain, humiliation, intimidation, ridicule,
coercion, threat, mental abuse or other actions of a
punitive nature including but not limited to:
interference with functions of daily living including
eating, sleeping, or toileting; or withholding of
shelter, clothing, medication or aids to physical
functioning. [State of California-Department of
Social Services-Community Care Licensing DivisionManual of Policies and Procedures-Title 22, Division
12, Chapter 1, section 101223(a)(3)]
Positive expectations, adequate attention, and
appreciation of good behavior work wonders.
Occasionally, a separation from the rest of the group
can help a child regain control. It is important this
strategy not be overused, either in frequency or
duration. Children who are frequently or severely
punished think badly of themselves and often enter
a problem spiral of punishment and negative
attention seeking.
In the event of acute or chronic misbehavior,
parents are consulted without delay. When IDP
proves to be unable to meet a child's needs,
alternative services are recommended.
This philosophy is consistent for all ages of children
attending IDP. Specific interventions are adjusted to
match the developmental and understanding levels
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UCLA Department of Psychology Infant Development Program
KICK OFF YOUR SHOES!
EXPECTATIONS FOR ETHICAL
CONDUCT
IDP is a “shoe-free” zone—when entering, we
ask that you remove your shoes and, if
barefoot, wear a pair of socks that are available
for your convenience.
IDP works towards providing a warm, familylike atmosphere where children, parents, and
staff feel valued and supported. At the same
time, we recognize that we deal with issues
which may be personal or confidential in
nature.
There are many good reasons to kick off your
shoes!
 In many cultures, it is customary to
remove your shoes before entering a
home, for spiritual or practical reasons.
Staff is trained to keep information about
children, families, and associates confidential.
They refrain from commenting about children
or families in the presence of others.
 It is also a good way to reduce the
amount of dirt or pesticides that get
tracked in. In a publication about lead
exposure, the Environmental Protection
Agency specifically recommends leaving
your shoes outside to avoid tracking in
lead from soil.
Staff and parents should remember that at all
times they are role models for children,
families, and associates, and behave
accordingly.
At all times, IDP children, staff, and families are
expected to treat others with respect and to
create a sense of community. Policies set forth
in our discipline policy and guidelines for ethical
behavior apply to interactions between:
 Slipping out of shoes serves as a simple
but mindful ritual to let go of the
outside world as you cross over the
threshold into IDP—a baby place where
we slow down, watch, wonder, listen,
and reflect.
 child and child
 adult and child
 adult and adult.
So, we invite you to unwind, relax, and wiggle
your toes with us!
 

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UCLA Department of Psychology Infant Development Program
GRIEVANCE PROCEDURES
The goal of the UCLA Infant Development Program is to promote a harmonious and professional
working relationship between parents, staff, and the IDP Advisory Committee. In some cases, however,
grievances may arise and it is the program’s policy to facilitate the resolution of such complaints.
IDP parents who wish to express a grievance about the program’s policies may do so, in writing, to any
of the following:
A. the IDP director
B. the IDP Advisory Committee, via
1. the elected parent representative
2. the committee chair
IDP parents who wish to express a grievance about the program staff may do so, in writing, to the
director. Grievances about the director may be addressed to the Department of Psychology Executive
Officer.
This policy was written with the support of UCLA Campus Human Resources.
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